Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement

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dc.contributor.authorZorlu, Sinan
dc.contributor.authorUnver, Gulsen
dc.date.accessioned2023-01-12T20:11:32Z
dc.date.available2023-01-12T20:11:32Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractThe self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students' learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students' English self-efficacy beliefs (R-2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R-2 = .04). Therefore, studies can be carried out to improve students' self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.en_US
dc.identifier.doi10.19128/turje.841709
dc.identifier.endpage92en_US
dc.identifier.issn2147-2858
dc.identifier.issue2en_US
dc.identifier.startpage74en_US
dc.identifier.urihttps://doi.org/10.19128/turje.841709
dc.identifier.urihttps://hdl.handle.net/11454/78140
dc.identifier.volume11en_US
dc.identifier.wosWOS:000794014200001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherMehmet Tekereken_US
dc.relation.ispartofTurkish Journal Of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEnglish self-efficacy beliefen_US
dc.subjectLearning achievement in Englishen_US
dc.subjectSelf-regulatory learning strategiesen_US
dc.subjectVocational educationen_US
dc.subjectHigh-School-Studentsen_US
dc.subjectLearnersen_US
dc.subjectScaleen_US
dc.titlePredictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievementen_US
dc.typeArticleen_US

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